mobile technologies, mathematics education, mobile applications for education, quantitative research, testing hypotheses

This paper drives from a previously conducted quantitative research, analysed and presented in (Korenova et.al., 2019), which focused on the utilization of mobile technologies with 782 respondents of the Czech Republic, Slovakia, Hungary and Romania. This previous analysis dealt with opinions of students on using mobile technologies in math education in the frame of concrete courses of mathematics, at each cooperating university. Answers from applied questionnaires were processed by descriptive and inductive statistical methods according to the research questions. Conclusions proved the declared assumptions as significantly satisfying. Particularly, the dependences of frequency of using technologies were verified with regards to the field of study. However, a significant area of the dependence between the utilization of the mobile technologies and the technical background of students has not been so widely described. Therefore, an advanced quantitative analysis is provided in this contribution, with regards to these technical conditions for mathematical education. Achieved results obtained by statistical methods aimed for testing hypotheses can be advantageous for the re-identification of teachers’ approaches in this discipline, because their own utilization can be significantly influenced by the technical background at universities and the daily life of students.